READING LOG: CRITICAL THINKING IN WRITING UNDERGRADUATE THESIS
In an undergraduate study, university students, including ESL students, are demanded to write a thesis. During the process, students experience one major issue on how they develop and construct their previous study as their literature review critically. The study aimed to explore the use of reading log (RL) as the learning tools to improve their critical thinking skills in writing the previous study part. This study was investigated under the quasi-experimental research design with non-equivalent group design (NEGD) with the dependent analysis of variance (ANOVA). The study compared two university students with the same academic qualification within the age range of 21-22 years old (N=60): (1) an intact group with the reading log treatment (RLIG), and (2) a control group without any specific treatment (NRLCG). The study presented the participants‘ quantitative data to respond to the score difference between the pretest and posttest. The findings showed that the integration of the reading log is better to elicit and sharpen students‘ critical thinking skills than without any specific treatment. The RLEG outperformed the NRLCG, in which The RLIG had better construction of the previous study part with more profound analysis than the NRLCG. Thus, it perceived that reading log implied developing students‘ critical thinking skills.